how to write a good igcse literature essay

IGCSE English Literature: A Complete Guide

Dr Rahil Sachak-Patwa

Diving into IGCSE English Literature is like starting an adventure in the world of books and stories. But, what's this course all about, and why do so many students pick it? Is it because they love reading, or because it helps them think more deeply about stories and what they mean? Why go for IGCSE English Literature, though? It's not only about reading books and talking about them. It's a journey across different stories, ideas, and times in history, making it exciting and valuable for anyone who loves literature.

Is IGCSE English Literature hard?

Tackling IGCSE English Literature can feel daunting for many students. It's a course that demands a blend of analytical skills, deep understanding of complex texts, and the ability to express insights clearly. However, difficulty is subjective and greatly varies among students.

• Student Feedback: Many find the course challenging due to the depth of analysis required.
• Teacher Insights: Teachers and tutors often point out that success hinges on consistent effort and a genuine interest in literature.
• Examination Results: Statistics indicate a broad range of outcomes, highlighting both the challenges and attainability of high grades.

Table showing CIE IGCSE English Literature grades distribution (9-1 grading scale)

Experts agree that while IGCSE English Literature has its demands, it's entirely approachable with the right strategies and support. The key lies in engaging with the material, practising critical thinking, and refining writing skills. It's not just about hard work; it's about smart work and a passion for the subject.

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What is the IGCSE English Literature Syllabus?

The IGCSE English Literature syllabus is a comprehensive programme designed to introduce students to a wide range of literary works, fostering an appreciation for literature across different cultures and time periods. Its structure is crafted to develop critical reading, analytical skills, and the ability to articulate personal responses to literature.

• Literary Forms: Includes poetry, prose, and drama, offering a balanced mix of genres.
• Historical Range: Covers texts from the 16th century to modern day, encouraging an understanding of historical context and its influence on literature.
• Skills Development: Focuses on critical literature analysis, comparison of texts, and the construction of coherent arguments.

CIE IGCSE English Literature Syllabus

The CIE IGCSE English Literature syllabus is designed to introduce students to a diverse range of literary works. It aims to develop their analytical and interpretative skills. Students will engage with texts from different time periods and cultures, enhancing their understanding and appreciation of literature.

Table showing CIE IGCSE English Literature syllabus content

Edexcel IGCSE English Literature Syllabus

The Edexcel IGCSE English Literature syllabus is structured to explore a variety of literary forms including poetry, prose, and drama. It emphasizes critical thinking and analytical skills, allowing students to engage with texts in depth. This syllabus encourages a broad understanding of literature's cultural and historical contexts.

Table showing Edexcel IGCSE English Literature syllabus content

With its emphasis on analytical skills and personal engagement with texts, the IGCSE English Literature syllabus is not just about studying literature; it's about cultivating a lifelong appreciation for storytelling and its impact on the human experience.

What is the IGCSE English Literature exam structure?

The IGCSE English Literature exam structure is tailored to assess students' comprehension, analytical skills, and ability to engage with a variety of texts. It is designed to challenge students in a way that is reflective of the syllabus's broad objectives.

• Components: Typically includes both written papers and coursework, offering a comprehensive evaluation of students' abilities.
• Assessment Areas: Focuses on students' interpretation and analysis of poetry, prose, and drama texts, their understanding of literary devices, and their ability to compare texts.
• Duration and Format: Exams usually consist of a few hours of written assessment, with questions ranging from short structured responses to longer essay-type questions.

CIE IGCSE Literature in English Exam Format

The CIE IGCSE English Literature exam format includes papers on prose, poetry, and drama, requiring students to analyze texts and write comparative and critical essays. It assesses comprehension, interpretation, and literary analysis skills through structured questions and essay writing.

All candidates take Paper 1 Poetry and Prose, and EITHER Paper 2 Drama, OR Paper 3 Drama (Open Text) and Paper 4 Unseen, OR Paper 3 Drama (Open Text) and Component 5 Coursework.

Table showing CIE IGCSE English Literature exam structure

Edexcel IGCSE English Literature Exam Format

The Edexcel IGCSE English Literature exam format assesses students through papers focusing on poetry, prose, and drama. It includes unseen texts analysis, and requires detailed responses to set literary texts, evaluating students' comprehension, interpretation, and literary criticism skills.

Edexcel English Literature comprises one mandatory component and a choice of an additional examined component or coursework option. It is a linear qualification and all papers must be taken at the end of the course of study.

Table showing Edexcel IGCSE English Literature exam structure

Educational experts emphasise the importance of understanding the exam structure early in the course, as it guides effective study strategies and preparation. Mastery of the exam format, coupled with a deep engagement with the literature studied, significantly enhances the likelihood of achieving top grades. The structure is designed not just to test knowledge, but to encourage a deep, analytical, and personal engagement with literature.

Choosing the Right Exam Board

Selecting the right exam board for IGCSE English Literature is a pivotal decision that can influence your approach to study and examination strategies. With CIE (Cambridge International Examinations) and Edexcel being the main boards offering this qualification, understanding their differences is crucial.

• CIE : Known for its broad range of literature, including international texts, which encourages a global perspective on literature.
• Edexcel : Focuses on a mix score of classic and modern texts, with a slightly more structured approach to assessment criteria.

Graph showing number of students who took Edexcel IGCSE English Literature exams in the past 5 years

While CIE offers a more diverse range of texts, Edexcel might be preferred for its clear, structured approach. Both boards are internationally recognized, ensuring that your qualification will be valued no matter where your educational journey takes you. Ultimately, the decision should be based on which board's syllabus and examination style best suit your strengths and interests.

How can I do well in IGCSE English Literature?

Excelling in IGCSE English Literature requires a strategic approach to studying, an appreciation for the nuances of literary texts, and an ability to articulate insightful analyses. Here are some key strategies to help you achieve top grades:

• Regular Reading: Engage deeply with each text on your syllabus, exploring themes, characters, and literary techniques.
• Practise Essays: Hone your writing skills by practising essays and answering questions under timed conditions to improve your analytical writing and time management.
• Annotations: Make detailed annotations on your texts to highlight important passages, themes, phrases, and literary devices.
• Tutoring: Consider engaging with an IGCSE tutor who can provide personalised feedback, additional resources, and targeted exam strategies.

Tutoring, in particular, can offer tailored guidance and insights that might not be as readily available in a classroom setting. Success in IGCSE English Literature comes from a combination of passion for the subject, disciplined study habits, and the utilisation of available resources to deepen your understanding and analytical skills.

How to Write an IGCSE English Literature Essay

Crafting an insightful IGCSE English Literature essay requires a strategic approach. Here's a streamlined guide by expert English tutors :

1. Understand the Question : Carefully read the prompt to grasp exactly what is being asked, identifying key terms and directives.

2. Plan Your Essay : Outline your thesis and main points, selecting relevant examples and quotations from the literature.

3. Introduction : Start with an engaging sentence to introduce the literary work(s) and your thesis statement.

4. Body Paragraphs : Each should start with a topic sentence that introduces its main idea, followed by evidence and analysis related to your thesis.

5. Conclusion : Summarise your main points and restate your thesis, reflecting on the implications of your analysis.

6. Review and Edit : Ensure your essay is clear, coherent, and free from grammatical errors, with arguments logically structured.

This methodical approach will help you to produce a well-organized and analytical IGCSE English Literature essay.

What are the best IGCSEs to take with English Literature?

Choosing complementary IGCSE subjects alongside English Literature can enhance your learning experience and broaden your academic and career prospects. Here’s what experts recommend:

• IGCSE English Language : Strengthens your understanding of language, which is essential for analysing literature effectively.
• IGCSE History: Offers insights into historical contexts of literary works, enriching your interpretations.
• IGCSE Foreign Languages: Improves your comprehension of different cultures, a skill valuable for understanding diverse texts.
• IGCSE Art and Design: Encourages creative thinking and appreciation of aesthetics, themes also common in literature.

Grades distribution of CIE IGCSE English Literature for 2022 and 2023

These subjects are not only synergistic with English Literature in terms of skill development but also offer a well-rounded educational profile that universities and employers find attractive. Choosing subjects that complement English Literature can deepen your analytical skills, enhance your cultural understanding, and provide a richer perspective on the texts you study.

Best IGCSE English Literature Resources

Securing success in IGCSE English Literature requires leveraging a range of quality resources. These materials not only deepen your understanding of literary texts but also equip you with the skills to excel in exams.

• Endorsed Textbooks: Seek out textbooks specifically endorsed by your exam board (CIE or Edexcel), as they are tailored to the syllabus and exam expectations such as " Cambridge IGCSE Literature in English Student's Book " and " Pearson Edexcel International GCSE (9-1) English Literature Student Book (Edexcel International GCSE) ".
• Study Notes: Utilise platforms such as TutorChase for concise, syllabus-specific revision materials and IGCSE resources .
• Past Papers : Practising with past papers from your exam board's website is critical for understanding exam format and time management of exam papers.
• Tutoring Services: Personalised tutoring can offer bespoke support, focusing on areas of improvement and exam technique refinement.
• Online Literature Courses : Websites like Coursera offer courses that can deepen your understanding of literary analysis and theory. These platforms sometimes provide specific courses on English literature that align with the IGCSE syllabus.

Incorporating endorsed textbooks into your study routine ensures you cover all syllabus content accurately. Combining these with a variety of online guides, study notes, and personalised tutoring creates a comprehensive and effective preparation strategy, highly recommended by educational experts.

Common Challenges and How to Overcome Them

In the realm of IGCSE English Literature, it's not uncommon to encounter a metaphorical "error occurred" moment when interpreting a complex piece of literature. This can happen when initial analyses don't quite capture the depth or intended meaning of a text, prompting further exploration and discussion to uncover richer insights and understandings. Students often run into a few tough spots when studying IGCSE English Literature. However, there are ways to make these easier.

• Understanding Tough Books and Poems: Sometimes it's hard to get what authors or poets mean. Reading more and talking about these texts with friends, teachers, or tutors can help you get better at figuring them out.
• Finishing On Time During Tests: It can be tricky to write all your thoughts down before time runs out. Practising writing essays within a set time at home can make you quicker and more confident.
• Remembering Quotes: Keeping track of important lines from texts can be overwhelming. Creating flashcards or a quote bank that you review regularly can help you remember them better.
• Feeling Overwhelmed by the Syllabus: The amount to study can seem like a lot. Breaking down the syllabus into smaller, more manageable parts and setting up a study schedule can make it feel more doable.

Here's what an expert IGCSE English tutor said:

"For IGCSE English Literature, it's good to read books and plays that are often part of the exam. Stories like "Romeo and Juliet" and "Macbeth" by Shakespeare are good choices because they come up a lot. Reading a wide range of stories, poems, and plays will help you do well in your exams."

By tackling these common issues head-on, students can improve their understanding and performance in IGCSE English Literature.

What A-Levels can you take after IGCSE English Literature?

Completing IGCSE English Literature opens up a myriad of opportunities for further study at the A-Level. This subject lays a solid foundation for several A-Level courses, given its emphasis on critical thinking, analytical skills, and effective communication.

• A-Level English Literature : A direct progression from IGCSE, delving deeper into literary analysis and criticism.
• A-Level English Language: Explores the nuances of language use, suited for students interested in linguistics and communication.
• A-Level History : Benefits from the analytical and evaluative skills developed in English Literature.
• A-Level Drama and Theatre Studies: Ideal for those interested in exploring texts in performance contexts.
• A-Level Psychology : English Literature's focus on themes and motivations complements the study of human behaviour.

These A-Levels not only complement the skills developed through IGCSE English Literature but also offer pathways into a range of university courses and careers. Choosing the right A-Levels depends on your interests, career goals, and the strengths you've developed during your IGCSE studies.

Explore how our online IB tutors and A-Level tutors can guide you through your academic journey after your IGCSEs, helping you to choose the right subjects and excel in your studies.

Opportunities with IGCSE English Literature

IGCSE English Literature offers a plethora of opportunities, paving the way for further education and a variety of career options. You can expect to develop critical thinking, analytical skills, and a deep appreciation for diverse cultures and perspectives, attributes that are highly prized in both academic and professional settings.

Pie chart showing gender distribution across Edexcel IGCSE English Literature in UK

Majors in Higher Education:

• English Literature: Deepens understanding of literary texts and theories.
• Creative Writing: Enhances skills in developing new ideas for writing fiction, poetry, and other forms of creative expression.
• Journalism: Prepares for careers in reporting, editing, and media production.
• Law: Provides a strong foundation for understanding legal documents and arguments.
• Education: Equips for teaching English and literature at various educational levels.

Career Paths:

• Editor: Refining manuscripts for publication.
• Content Writer: Producing engaging content for digital and print media.
• Literary Agent: Representing authors and negotiating publishing contracts.
• Teacher: Educating students in English and literature or doing tutoring .
• Lawyer: Utilising strong analytical and persuasive skills in legal practice.

Skills Development:

• Critical Analysis: Enhances the ability to interpret and critique literary works.
• Communication: Improves written and verbal articulation of complex ideas.
• Empathy: Fosters a better understanding of different human experiences and cultures.
• Research: Strengthens skills in gathering, evaluating, and synthesising information.

Pursuing IGCSE English Literature not only opens the door to prestigious university courses but also cultivates a versatile skill set that is highly valued across many sectors, including publishing, education, media, and law. This broad range of opportunities highlights the significance of English Literature in fostering a successful and adaptable career path.

Conclusion on IGCSE English Literature

IGCSE English Literature is more than just reading books; it's a key part of your education that helps you think better and understand others' feelings and ideas. This course covers stories, poems, and plays from different times and places, making you ready for many paths in the future. Whether you want to keep studying, go to university, or start working, the skills you get from this subject are really useful everywhere. This subject also teaches you to look at the world from different views, to feel what others feel, and to share your thoughts clearly. It's not just about learning from books; it's about understanding life and people better. For students, their families, and teachers, knowing how important English Literature is can help make the most of it for school and beyond.

What books should I read for IGCSE English?

For IGCSE English, it's beneficial to read a diverse range of books to cover different genres and periods. Classic literature like Shakespeare's plays, poetry by poets like Seamus Heaney or Carol Ann Duffy, and novels such as " To Kill a Mockingbird " by Harper Lee or " Lord of the Flies " by William Golding are often part of the syllabus. Additionally, exploring modern texts and diverse voices will enrich your understanding and appreciation of English literature, preparing you well for the exams.

How long does the IGCSE English Literature course last?

The IGCSE English Literature course typically lasts two years , a common duration for IGCSE subjects designed to provide students with a deep and comprehensive understanding of English literature, including analysis of various texts and development of critical thinking skills. This time frame allows for thorough exploration of the syllabus, which encompasses a wide range of literary works from different cultures and time periods. The course encourages students to engage with and appreciate literature's diversity, fostering a broader understanding of both the texts themselves and the contexts in which they were written.

Can I retake the IGCSE English Literature exam?

Yes, you can retake IGCSE exams if you're not happy with your results. You need to resit all the exams in the same session to get a new grade. Remember, retaking an exam requires paying a fee again and being well-prepared, as a better result isn't guaranteed.

Are there oral components in the IGCSE English Lit exam?

No, the IGCSE English Literature exam typically does not include an oral component . It focuses on written assessments, evaluating students' abilities to analyse, interpret, and write about literary texts. However, the format can vary between different examination boards, so it's always best to check the specific requirements of your exam board.

How is coursework assessed in IGCSE English Literature?

In IGCSE English Literature, coursework is assessed through essays and written assignments that analyse different literary texts. Students are evaluated on their ability to interpret themes, characters, and stylistic elements of prose, poetry, and drama. The assessment criteria typically focus on the depth of understanding, critical thinking, and clarity of expression. Students must demonstrate a comprehensive grasp of the literature studied, offering insightful analysis and personal responses, supported by evidence from the texts.

Can I study IGCSE English Literature online?

Yes, you can study IGCSE English Literature online . Many educational platforms and online schools offer IGCSE courses, including English Literature. These online courses provide comprehensive study materials, interactive lessons, and support from qualified teachers, making it convenient for students to prepare for their exams remotely.

Are there any recommended poets for IGCSE English Literature?

The IGCSE English Literature syllabus includes a variety of poets from different eras and cultures, offering a rich exploration of themes, styles, and historical contexts. While specific poets may vary based on the exam board and syllabus edition, students might encounter works by William Shakespeare, Carol Ann Duffy, and Seamus Heaney, among others . These poets are known for their significant contributions to English literature and provide valuable insights into human experiences and societal reflections through their poetry.

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Written by: Dr Rahil Sachak-Patwa

Rahil spent ten years working as private tutor, teaching students for GCSEs, A-Levels, and university admissions. During his PhD he published papers on modelling infectious disease epidemics and was a tutor to undergraduate and masters students for mathematics courses.

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IGCSE English Literature: Essay Writing Guide

Nuha ghouse.

• Created on May 7, 2019
• Blog , IGCSE , Learning Tips

Essay Writing Guide: How to Write Essay Writing for IGCSE

Guidelines for igcse essay writing.

While most of you have already had experience of essay writing, it is important to realise that essay writing at University level may be different from the practices you have so far encountered.

The aim of this tutorial is to discuss what is required of an English Literature essay at University level, including:

1. information on the criteria in relation to which your essay will be judged

2. how to plan and organise an essay

•     Planning an Essay: Essay Structure
•     Independence and Critical Reading
•     Use of Secondary Material

3. advice on writing style

4. a final checklist

Must Read: Cambridge IGCSE: Benefits, Subjects, Grading Scheme, and Tips

WHAT ARE THE CRITERIA?

In assessing essays , you are asked to bear in mind:

•  Relevance to the essay-subject as it has been set;
• A well-defined line of argument, with each stage clearly marked;
•  Appropriate, economical, and accurate illustration;
•  Mastery of the relevant background material (contextual, critical, theoretical), and evidence of independent and wide-ranging reading;
•  Evidence of independent thinking about the subject, and, where ideas are taken from critics, ability to apply them to materials of the student’s own choice;
•  Crisp expression. Failure to stay within the maximum number of words set for written work will be penalised;
•  Spelling, punctuation, grammar;
•  Accurate and comprehensive referencing of sources and list of Works Cited.

Must Read:  Notice Writing Format, Importance, Examples and How to Prepare

HOW TO PLAN AND ORGANISE AN ESSAY

Planning for IGCSE essay writing needs careful planning which is the key to producing a good essay.

Do NOT begin to write your essay the night before it is due to be submitted.

You should allow yourselves time to consider, plan, write, rewrite and revise, and proof read your essay before its submission.

The diagram and questions reproduced below will assist you in planning your essay .

Must Read:  Directed Writing: Format, Benefits, Topics, Common Mistakes and Examples

ESSAY STRUCTURE

Your essay should present a discussion and a reasoned argument:

it should not be a set of random reflections on the texts or topic you have chosen.

This will require some planning and organisation of your material before you begin to write, to ensure that your argument is coherent and engages directly with the question asked.

A good introduction is often the key to a good essay.

The first thing you should do is define any complex or potentially ambiguous terms in the question.

This can also be one good way of effecting an introduction. Another is to consider why the question might be asked, what makes it interesting, or why it is relevant to the texts you are considering.

You might also use your introduction to outline briefly your intentions in writing the essay: but remember that for a 1,000 or 2,000 word essay the introduction will necessarily be brief.

The body of the essay of the essay should relate to the issues you outline in your introduction. It also needs a coherent structure :

if you have used your introduction to identify the key issues of your discussion, structuring the essay becomes easier, as you can address these issues in separate paragraphs.

Make the links and transitions between paragraphs clear. Remember that every paragraph and sentence should contribute directly to your argument.

Your essay needs to strike a balance between argument and supporting evidence.

Avoid unsupported generalisations. Stating that ‘society is a patriarchy’ or that ‘evil is more interesting than good’ without offering evidence to support the assertion is little different from claiming that ‘the earth is flat’ or ‘tall people are more intelligent than short ones’.

Even your more particular points about texts or issues always need supporting evidence, often in the form of quotations from the texts. Remember that you may need to explain how your evidence supports your point.

Your essay needs a conclusion to avoid it petering out and losing its force. You might use the conclusion to draw together the threads of your argument, to re-visit the original question, or even to point towards new questions that your discussion has opened up. Whatever your conclusion, you should use it to step back slightly from the detail of the preceding argument to re-consider the wider picture.

INDEPENDENCE AND CRITICAL READING

The purpose of an essay is to develop and present your own thinking about the texts and issues raised by the question.

All essays are likely to draw on ideas taken from others, whether from critical books, lectures or discussions.

But clearly an essay is not intended to be simply an anthology of others’ ideas: those ideas should only be introduced in order to form and advance your own argument, which is both the substance and the purpose of the essay.

USE OF SECONDARY (CRITICAL) MATERIAL

Critical books and articles are often useful in stimulating your ideas about the literature you are writing on.

It is also important to develop some awareness of the ongoing critical debate about works and literary issues; sometimes you may even be asked to write about the critical or theoretical works themselves.

But ideas and words from other writers should never simply replace your own, either directly, or in the form of paraphrase.

Quoted or paraphrased thoughts and words from another critic should be included in the text of your essay only if you wish to say something about them. You may want to take issue with them, or to develop them, or to illustrate a particular view which you then discuss.

It is not helpful to quote from or paraphrase critics simply because you think their words sound more authoritative than your own.

While you will often draw on other critics’ ideas, you need to distinguish their words and opinions clearly from your own.

Students should exercise caution and care in the use of paraphrase in particular.

It is imperative that the reader should always be able 7 to distinguish your voice and argument from that of the critics you cite.

So avoid simply ventriloquising critical arguments and conduct instead a critical engagement with them. For example, do not accept interpretations in critical works as matters of fact; demonstrate to the reader of your essay the ways in which you have produced a thoughtful response to the critics that you have employed.

If you do not ensure that there is no confusion in an essay about the origin of its arguments, you will find that your readers are unable to judge your arguments. You will also lay yourself open to a charge of plagiarism, which is a serious academic offence.

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University level essays should be written in a formal style and demonstrate your understanding of the codes of academic discourse as they relate to the study of English Literature.

While there are variations between different disciplines, there are three main characteristics that are common to all academic essays. These are:

• An overriding concern to interpret and make meaning through the presentation of arguments;
•  Careful attention to the marshalling of relevant and valid facts, examples and other kinds of evidence to substantiate or refute arguments and interpretations;
•  A structure or organisational framework which has not been chosen arbitrarily, but is instead designed to present arguments and evidence in a coherent and logically appropriate form

Clarity and expressiveness of language is obviously particularly important in essays on literature, and the development of an accurate and engaging writing style is one of the aims of a degree in this discipline.

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Nuha Gouse is the Co-founder of Tutopiya and is equipped with a first class honours Math degree from Imperial College, London. Her mission is to provide personalized individual lessons online where students from around the world can learn at their own pace and convenience.

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How to Write Essays – CAIE IGCSE Literature

Here’s everything you need to know about essay writing for IGCSE Literature!

When I was at school, they never taught us to write an essay. I actually just ignored essays most of the time and spent my energy enjoying the books and texts that were given. Big mistake. When it came to exams, I hadn’t a clue how to structure my answer and I just sort of threw everything I knew at the question in the hope that some of it were somehow useful. I didn’t plan because I didn’t know how, so I started writing and I would write almost infinite ideas, pages, and pages of thoughts organised into random, small paragraphs. This is exactly how not to write an essay.

Essay writing, like reading poetry, is an art, a skill, and a craft. You aren’t just magically born with the ability to write an amazing essay, you have to work hard at it and learn it, just like anything else. If you’re really not sure about essays, I would recommend far more than just reading this short section on them.

Thanks for reading!  A really good place to start with basics on Essay Writing and Academic Writing are Scrbbly courses, you can find them on the links below:

Basic Essay Writing

Academic Writing

All our English Language and Literature courses

Writing an excellent essay

I can’t stress enough how important it is to learn to write essays. The older you get, the more important it becomes. Every English Literature question you do requires you to write an essay. Many English Language questions are also essay-based, or analysis based – and a paragraph of analysis is the same as a middle paragraph in a full essay. If you take or are planning to take humanities subjects – history, law, politics, classics, classical civilisation, sociology, film, art, music, drama, dance, architecture, geography, archaeology, religious studies, and more – these all require you to write essays as a main form of assessment. Therefore, you need them more and more the older you get, and the more you specialise. A Levels are mostly essay based on these subjects, and universities will be almost completely essay-based. Plus the type of essay you need to write gets harder and more complex as you go along, so there really is no better time to start learning essays than right now.

Why do I need to bother?

Even if you’re maths and science-minded, the higher levels of study (A-Level, University, Postgraduate) increasingly require you to write essays. Being a scientist that can write essays and communicate well is a very rare skill set to have, so it will make you more employable and advance your career much further than if you just ignore that part of it and focus on learning formulas and processes. I have a student at the moment who’s on track for a First Class degree in Engineering at university, except he’s got to do an 8000-word essay dissertation and he hasn’t got a clue where to start! So hopefully, you can see that no matter what kind of person you are if you’re aiming for good grades now and higher education in the future, then you absolutely have to learn to write essays.

Right, now that I’ve convinced you, we can actually get down to what essays are and how to do them. Every essay has a beginning, middle, and end. These are typically referred to as the following:

• INTRODUCTION

MIDDLE PARAGRAPHS

• CONCLUSION 

Over the next few paragraphs, I’ll break down below what each one should do for you.

INTRODUCTION 

• Introduce your ideas on the question
• Don’t introduce the book or spend ages introducing the context
• Perhaps set up a debate by looking at different angles
• Present a THESIS (very important!). Your thesis is a one-sentence answer to the question that summarises all your main thoughts and ideas. It is the main argument of your essay. The whole point of an essay is to develop a thesis, and then to explore and prove your thesis correct as you go through your middle paragraphs
• To start with, master the PEE structure and get used to that
• For students aiming for higher grades (B and above), you need to work on expanding that PEE structure – try a more advanced structure such as PETAL paragraphs . I personally do mine like this:

Technique / Device 

Development – alternative interpretation, extra evidence, and analysis or context analysis 

Link – link back to, but expand upon your original point, you could link to the thesis 

• Don’t skip this because it is important!
• The purpose of a conclusion is to summarise all of your main points and ideas again, so go back over your essay, find what you’re most proud of, and put it here.
• You should also repeat, and ideally develop or slightly modify your thesis here.

These are the basics of essay writing. The best thing to do is to practise a lot and receive feedback. If you keep going, then you’ll end up at that point where you’re writing great essays!

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How to Write a Good English Literature Essay

By Dr Oliver Tearle (Loughborough University)

How do you write a good English Literature essay? Although to an extent this depends on the particular subject you’re writing about, and on the nature of the question your essay is attempting to answer, there are a few general guidelines for how to write a convincing essay – just as there are a few guidelines for writing well in any field.

We at Interesting Literature  call them ‘guidelines’ because we hesitate to use the word ‘rules’, which seems too programmatic. And as the writing habits of successful authors demonstrate, there is no  one way to become a good writer – of essays, novels, poems, or whatever it is you’re setting out to write. The French writer Colette liked to begin her writing day by picking the fleas off her cat.

Edith Sitwell, by all accounts, liked to lie in an open coffin before she began her day’s writing. Friedrich von Schiller kept rotten apples in his desk, claiming he needed the scent of their decay to help him write. (For most student essay-writers, such an aroma is probably allowed to arise in the writing-room more organically, over time.)

We will address our suggestions for successful essay-writing to the average student of English Literature, whether at university or school level. There are many ways to approach the task of essay-writing, and these are just a few pointers for how to write a better English essay – and some of these pointers may also work for other disciplines and subjects, too.

Of course, these guidelines are designed to be of interest to the non-essay-writer too – people who have an interest in the craft of writing in general. If this describes you, we hope you enjoy the list as well. Remember, though, everyone can find writing difficult: as Thomas Mann memorably put it, ‘A writer is someone for whom writing is more difficult than it is for other people.’ Nora Ephron was briefer: ‘I think the hardest thing about writing is writing.’ So, the guidelines for successful essay-writing:

1. Planning is important, but don’t spend too long perfecting a structure that might end up changing.

This may seem like odd advice to kick off with, but the truth is that different approaches work for different students and essayists. You need to find out which method works best for you.

It’s not a bad idea, regardless of whether you’re a big planner or not, to sketch out perhaps a few points on a sheet of paper before you start, but don’t be surprised if you end up moving away from it slightly – or considerably – when you start to write.

Often the most extensively planned essays are the most mechanistic and dull in execution, precisely because the writer has drawn up a plan and refused to deviate from it. What  is a more valuable skill is to be able to sense when your argument may be starting to go off-topic, or your point is getting out of hand,  as you write . (For help on this, see point 5 below.)

We might even say that when it comes to knowing how to write a good English Literature essay,  practising  is more important than planning.

2. Make room for close analysis of the text, or texts.

Whilst it’s true that some first-class or A-grade essays will be impressive without containing any close reading as such, most of the highest-scoring and most sophisticated essays tend to zoom in on the text and examine its language and imagery closely in the course of the argument. (Close reading of literary texts arises from theology and the analysis of holy scripture, but really became a ‘thing’ in literary criticism in the early twentieth century, when T. S. Eliot, F. R. Leavis, William Empson, and other influential essayists started to subject the poem or novel to close scrutiny.)

Close reading has two distinct advantages: it increases the specificity of your argument (so you can’t be so easily accused of generalising a point), and it improves your chances of pointing up something about the text which none of the other essays your marker is reading will have said. For instance, take In Memoriam  (1850), which is a long Victorian poem by the poet Alfred, Lord Tennyson about his grief following the death of his close friend, Arthur Hallam, in the early 1830s.

When answering a question about the representation of religious faith in Tennyson’s poem  In Memoriam  (1850), how might you write a particularly brilliant essay about this theme? Anyone can make a general point about the poet’s crisis of faith; but to look closely at the language used gives you the chance to show  how the poet portrays this.

For instance, consider this stanza, which conveys the poet’s doubt:

A solid and perfectly competent essay might cite this stanza in support of the claim that Tennyson is finding it increasingly difficult to have faith in God (following the untimely and senseless death of his friend, Arthur Hallam). But there are several ways of then doing something more with it. For instance, you might get close to the poem’s imagery, and show how Tennyson conveys this idea, through the image of the ‘altar-stairs’ associated with religious worship and the idea of the stairs leading ‘thro’ darkness’ towards God.

In other words, Tennyson sees faith as a matter of groping through the darkness, trusting in God without having evidence that he is there. If you like, it’s a matter of ‘blind faith’. That would be a good reading. Now, here’s how to make a good English essay on this subject even better: one might look at how the word ‘falter’ – which encapsulates Tennyson’s stumbling faith – disperses into ‘falling’ and ‘altar’ in the succeeding lines. The word ‘falter’, we might say, itself falters or falls apart.

That is doing more than just interpreting the words: it’s being a highly careful reader of the poetry and showing how attentive to the language of the poetry you can be – all the while answering the question, about how the poem portrays the idea of faith. So, read and then reread the text you’re writing about – and be sensitive to such nuances of language and style.

The best way to  become attuned to such nuances is revealed in point 5. We might summarise this point as follows: when it comes to knowing how to write a persuasive English Literature essay, it’s one thing to have a broad and overarching argument, but don’t be afraid to use the  microscope as well as the telescope.

3. Provide several pieces of evidence where possible.

Many essays have a point to make and make it, tacking on a single piece of evidence from the text (or from beyond the text, e.g. a critical, historical, or biographical source) in the hope that this will be enough to make the point convincing.

‘State, quote, explain’ is the Holy Trinity of the Paragraph for many. What’s wrong with it? For one thing, this approach is too formulaic and basic for many arguments. Is one quotation enough to support a point? It’s often a matter of degree, and although one piece of evidence is better than none, two or three pieces will be even more persuasive.

After all, in a court of law a single eyewitness account won’t be enough to convict the accused of the crime, and even a confession from the accused would carry more weight if it comes supported by other, objective evidence (e.g. DNA, fingerprints, and so on).

Let’s go back to the example about Tennyson’s faith in his poem  In Memoriam  mentioned above. Perhaps you don’t find the end of the poem convincing – when the poet claims to have rediscovered his Christian faith and to have overcome his grief at the loss of his friend.

You can find examples from the end of the poem to suggest your reading of the poet’s insincerity may have validity, but looking at sources beyond the poem – e.g. a good edition of the text, which will contain biographical and critical information – may help you to find a clinching piece of evidence to support your reading.

And, sure enough, Tennyson is reported to have said of  In Memoriam : ‘It’s too hopeful, this poem, more than I am myself.’ And there we have it: much more convincing than simply positing your reading of the poem with a few ambiguous quotations from the poem itself.

Of course, this rule also works in reverse: if you want to argue, for instance, that T. S. Eliot’s  The Waste Land is overwhelmingly inspired by the poet’s unhappy marriage to his first wife, then using a decent biographical source makes sense – but if you didn’t show evidence for this idea from the poem itself (see point 2), all you’ve got is a vague, general link between the poet’s life and his work.

Show  how the poet’s marriage is reflected in the work, e.g. through men and women’s relationships throughout the poem being shown as empty, soulless, and unhappy. In other words, when setting out to write a good English essay about any text, don’t be afraid to  pile on  the evidence – though be sensible, a handful of quotations or examples should be more than enough to make your point convincing.

4. Avoid tentative or speculative phrasing.

Many essays tend to suffer from the above problem of a lack of evidence, so the point fails to convince. This has a knock-on effect: often the student making the point doesn’t sound especially convinced by it either. This leaks out in the telling use of, and reliance on, certain uncertain  phrases: ‘Tennyson might have’ or ‘perhaps Harper Lee wrote this to portray’ or ‘it can be argued that’.

An English university professor used to write in the margins of an essay which used this last phrase, ‘What  can’t be argued?’

This is a fair criticism: anything can be argued (badly), but it depends on what evidence you can bring to bear on it (point 3) as to whether it will be a persuasive argument. (Arguing that the plays of Shakespeare were written by a Martian who came down to Earth and ingratiated himself with the world of Elizabethan theatre is a theory that can be argued, though few would take it seriously. We wish we could say ‘none’, but that’s a story for another day.)

Many essay-writers, because they’re aware that texts are often open-ended and invite multiple interpretations (as almost all great works of literature invariably do), think that writing ‘it can be argued’ acknowledges the text’s rich layering of meaning and is therefore valid.

Whilst this is certainly a fact – texts are open-ended and can be read in wildly different ways – the phrase ‘it can be argued’ is best used sparingly if at all. It should be taken as true that your interpretation is, at bottom, probably unprovable. What would it mean to ‘prove’ a reading as correct, anyway? Because you found evidence that the author intended the same thing as you’ve argued of their text? Tennyson wrote in a letter, ‘I wrote In Memoriam  because…’?

But the author might have lied about it (e.g. in an attempt to dissuade people from looking too much into their private life), or they might have changed their mind (to go back to the example of  The Waste Land : T. S. Eliot championed the idea of poetic impersonality in an essay of 1919, but years later he described  The Waste Land as ‘only the relief of a personal and wholly insignificant grouse against life’ – hardly impersonal, then).

Texts – and their writers – can often be contradictory, or cagey about their meaning. But we as critics have to act responsibly when writing about literary texts in any good English essay or exam answer. We need to argue honestly, and sincerely – and not use what Wikipedia calls ‘weasel words’ or hedging expressions.

So, if nothing is utterly provable, all that remains is to make the strongest possible case you can with the evidence available. You do this, not only through marshalling the evidence in an effective way, but by writing in a confident voice when making your case. Fundamentally, ‘There is evidence to suggest that’ says more or less the same thing as ‘It can be argued’, but it foregrounds the  evidence rather than the argument, so is preferable as a phrase.

This point might be summarised by saying: the best way to write a good English Literature essay is to be honest about the reading you’re putting forward, so you can be confident in your interpretation and use clear, bold language. (‘Bold’ is good, but don’t get too cocky, of course…)

5. Read the work of other critics.

This might be viewed as the Holy Grail of good essay-writing tips, since it is perhaps the single most effective way to improve your own writing. Even if you’re writing an essay as part of school coursework rather than a university degree, and don’t need to research other critics for your essay, it’s worth finding a good writer of literary criticism and reading their work. Why is this worth doing?

Published criticism has at least one thing in its favour, at least if it’s published by an academic press or has appeared in an academic journal, and that is that it’s most probably been peer-reviewed, meaning that other academics have read it, closely studied its argument, checked it for errors or inaccuracies, and helped to ensure that it is expressed in a fluent, clear, and effective way.

If you’re serious about finding out how to write a better English essay, then you need to study how successful writers in the genre do it. And essay-writing is a genre, the same as novel-writing or poetry. But why will reading criticism help you? Because the critics you read can show you how to do all of the above: how to present a close reading of a poem, how to advance an argument that is not speculative or tentative yet not over-confident, how to use evidence from the text to make your argument more persuasive.

And, the more you read of other critics – a page a night, say, over a few months – the better you’ll get. It’s like textual osmosis: a little bit of their style will rub off on you, and every writer learns by the examples of other writers.

As T. S. Eliot himself said, ‘The poem which is absolutely original is absolutely bad.’ Don’t get precious about your own distinctive writing style and become afraid you’ll lose it. You can’t  gain a truly original style before you’ve looked at other people’s and worked out what you like and what you can ‘steal’ for your own ends.

We say ‘steal’, but this is not the same as saying that plagiarism is okay, of course. But consider this example. You read an accessible book on Shakespeare’s language and the author makes a point about rhymes in Shakespeare. When you’re working on your essay on the poetry of Christina Rossetti, you notice a similar use of rhyme, and remember the point made by the Shakespeare critic.

This is not plagiarising a point but applying it independently to another writer. It shows independent interpretive skills and an ability to understand and apply what you have read. This is another of the advantages of reading critics, so this would be our final piece of advice for learning how to write a good English essay: find a critic whose style you like, and study their craft.

If you’re looking for suggestions, we can recommend a few favourites: Christopher Ricks, whose  The Force of Poetry is a tour de force; Jonathan Bate, whose  The Genius of Shakespeare , although written for a general rather than academic audience, is written by a leading Shakespeare scholar and academic; and Helen Gardner, whose  The Art of T. S. Eliot , whilst dated (it came out in 1949), is a wonderfully lucid and articulate analysis of Eliot’s poetry.

James Wood’s How Fiction Works  is also a fine example of lucid prose and how to close-read literary texts. Doubtless readers of  Interesting Literature will have their own favourites to suggest in the comments, so do check those out, as these are just three personal favourites. What’s your favourite work of literary scholarship/criticism? Suggestions please.

Much of all this may strike you as common sense, but even the most commonsensical advice can go out of your mind when you have a piece of coursework to write, or an exam to revise for. We hope these suggestions help to remind you of some of the key tenets of good essay-writing practice – though remember, these aren’t so much commandments as recommendations. No one can ‘tell’ you how to write a good English Literature essay as such.

But it can be learned. And remember, be interesting – find the things in the poems or plays or novels which really ignite your enthusiasm. As John Mortimer said, ‘The only rule I have found to have any validity in writing is not to bore yourself.’

Finally, good luck – and happy writing!

And if you enjoyed these tips for how to write a persuasive English essay, check out our advice for how to remember things for exams  and our tips for becoming a better close reader of poetry .

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30 thoughts on “How to Write a Good English Literature Essay”

You must have taken AP Literature. I’m always saying these same points to my students.

I also think a crucial part of excellent essay writing that too many students do not realize is that not every point or interpretation needs to be addressed. When offered the chance to write your interpretation of a work of literature, it is important to note that there of course are many but your essay should choose one and focus evidence on this one view rather than attempting to include all views and evidence to back up each view.

Reblogged this on SocioTech'nowledge .

Not a bad effort…not at all! (Did you intend “subject” instead of “object” in numbered paragraph two, line seven?”

Oops! I did indeed – many thanks for spotting. Duly corrected ;)

That’s what comes of writing about philosophy and the subject/object for another post at the same time!

Reblogged this on Scribing English .

• Pingback: Recommended Resource: Interesting Literature.com & how to write an essay | Write Out Loud

Great post on essay writing! I’ve shared a post about this and about the blog site in general which you can look at here: http://writeoutloudblog.com/2015/01/13/recommended-resource-interesting-literature-com-how-to-write-an-essay/

All of these are very good points – especially I like 2 and 5. I’d like to read the essay on the Martian who wrote Shakespeare’s plays).

Reblogged this on Uniqely Mustered and commented: Dedicate this to all upcoming writers and lovers of Writing!

I shall take this as my New Year boost in Writing Essays. Please try to visit often for corrections,advise and criticisms.

Reblogged this on Blue Banana Bread .

Reblogged this on worldsinthenet .

All very good points, but numbers 2 and 4 are especially interesting.

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Reblogged this on rainniewu .

Reblogged this on pixcdrinks .

• Pingback: How to Write a Good English Essay? Interesting Literature | EngLL.Com

Great post. Interesting infographic how to write an argumentative essay http://www.essay-profy.com/blog/how-to-write-an-essay-writing-an-argumentative-essay/

Reblogged this on DISTINCT CHARACTER and commented: Good Tips

Reblogged this on quirkywritingcorner and commented: This could be applied to novel or short story writing as well.

Reblogged this on rosetech67 and commented: Useful, albeit maybe a bit late for me :-)

• Pingback: How to Write a Good English Essay | georg28ang

such a nice pieace of content you shared in this write up about “How to Write a Good English Essay” going to share on another useful resource that is

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A well rounded summary on all steps to keep in mind while starting on writing. There are many new avenues available though. Benefit from the writing options of the 21st century from here, i loved it! http://authenticwritingservices.com

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Video materials - IGCSE Literature in English 0457

Topic outline.

• Select activity Cambridge IGCSE™ / IGCSE (9-1) Literature in Engli... Cambridge IGCSE™ / IGCSE (9-1) Literature in English Videos

Important notice

We have selected a few of the Set Texts as an example of a type of activity teachers may use to engage their learners when introducing a Set Text. The content of these videos will need to be expanded on to cover what candidates are expected to know and be able to comment on in an examination.

• Teaching Packs

• When you use selected quotations, and develop explanations of meaning, significance and context in your paragraphs then you are addressing AO1 and AO2
• When you use these same quotations to analyse the range of effects created by the writer’s use of language and structure devices, then you are meeting AO3
• AO4 relates to the entirety of a candidate’s response, but it can be explicitly addressed and reinforced in a well-developed conclusion.
• In poetry you have a wide range of structural devices to draw upon which are absent in Prose
• In drama you can consider and discuss the use of stagecraft in your responses
• In Prose, the narrative style is an important element that can be different from techniques used in Drama and Poetry texts

• What is it about that part of the movie that makes you feel this way?
• What has the director done to evoke that emotion in you?
• Interesting adjectives
• Powerful adverbs
• Personification
• Alliteration
• Reported speech
• Sentence structures
• Paragraph length
• Use of flashback
• Narrative voice (i.e. first or third perspective)
• Dramatic irony
• Foreshadowing
• Do I understand what the quotation means?
• Does the quotation help me answer the question?
• How does the quotation help me to explain something about character, events, themes, settings and/or atmosphere in relation to the question?
• Does the quotation contain interesting vocabulary choices and/or imagery that will help me explore the different effects the writer has created?
• in yellow, recognised ways in which the writer has used language to create and shape meanings and effects
• in green, appreciated how the writer has used language to create and shape meanings and effects
• in pink, recognised ways in which the writer has used structure to create and shape meanings and effects
• in blue, appreciated how the writer has used structure to create and shape meanings and effects.

• how well a writer has written a text
• how well they have conveyed a theme
• how they could have improved the text
• how they should have ended the novel
• why we thought the text was ‘boring’.
• What should you look out for when selecting your quotations?
• What are the key things to respond to when you are developing explanations of quotations (AO1 and AO2)?
• What aspects of the text did you identify that you had to respond to when developing your analysis of quotations?
• How characters think and behave
• Relationships between characters
• Sense of atmosphere
• Narrative style
• Red herrings
• Character relationships
• You should select quotations that are to do with these things (AO1).
• You should develop explanations about these things (AO1 and AO2).
• You should analyse how the writer’s use of language and structure makes the reader feel about these things (AO3).
• Character behaviour and actions
• It is your response to the writer’s ideas and messages.
• It is your response to how the writer has created effects through his/her (use of) language devices and structure devices.
• works as a conclusion?
• satisfies Assessment Objective 4?
• satisfies the other assessment objectives?
• The first sentence summarises the sensitive personal response expressed in the main body of the essay. These two sentences also directly answer the essay question.
• The personal response in sentences 3, 4 and 5 identifies key themes of the passage that are relevant to the essay question.
• The personal response relates the key themes and the writer’s messages to how the candidate views contemporary global events.
• The ideas in the candidate’s personal response relate to the ideas in the essay question.
• Chapters 1-6
• Chapters 7-11
• Chapters 12-15
• Chapters 16-18
• Chapters 19-27

• Introduction

The aim of this video is to give you and your learners a breakdown of how Assessment Objective 3 is assessed. However, remember that for each candidate’s answer, all four assessment objectives are considered by the examiner. The best candidate responses will consider all four when answering the question. AO3: Recognise and appreciate ways in which writers use language, structure and form to create and shape meanings and effects. In order not to just recognise, but appreciate the ways in which Shakespeare used language, form and structure we are going to look at two of Shakespeare’s tragedies: Romeo and Juliet and Macbeth. Assessment Objective 3 requires you to recognise, and then appreciate, not one, but the many ways Shakespeare used language, form and structure to create and shape the multiple meanings and effects in his work. In order for you to achieve this, we need first to consider what is meant by recognise and appreciate. Candidates will have to demonstrate an understanding of the writer’s intentions and methods, and how to respond to the writer’s use of language. To recognise and appreciate, we must be able to understand Shakespeare’s methods, such as: • What techniques has he used? • What effects are they creating? • Does this fit with our expectation? We must also be able to understand Shakespeare’s intentions: • Why did he do what he did? • How was he trying to shape the audience’s thoughts and feelings? • What impact was he trying to have on the audience? To create a response to Shakespeare’s use of language we must look at his use of language in close detail and examine the nuances of words to decide why that word was chosen. Let’s start by looking at the Prologue from Act 1 of Romeo and Juliet. We shall look at Shakespeare’s methods, starting with form and structure. ACT I PROLOGUE Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend. The opening of the play takes the form of a sonnet – a love poem. It is 14 lines long. It has the ABABCDCDEFEFGG rhyme scheme of a Shakespearean sonnet. It is written in iambic pentameter. We know that sonnets are associated with love and death which are two of the major themes of the play, so Shakespeare is giving the audience a clue to the story. Now we move on to language, which also reflects these themes. Through the sonnet, Shakespeare promises the audience ‘lovers’ that are ‘cross’d’ and ‘mark’d’ by forces as powerful as ‘death’ and the ‘star(s)’. He hints at a deadlocked battle between equals suddenly becoming unlocked by juxtaposing an ‘ancient grudge’ with ‘new mutiny’. He uses very obvious caesura in the first four lines to reinforce this sense of division. He promises political intrigue and murder through the play on words ‘civil blood makes civil hands unclean’. He even gives away the ending and still claims there is more to say. Shakespeare’s intention was to tantalise the audience by offering them a truly juicy story: love and death are considered the two most common themes in literature. So by writing this prologue as a sonnet, making clever use of language, Shakespeare was putting his audience into the correct frame of mind for his play. But why else does he feel the need to open his play in this way? To answer we need to add in some of our knowledge from Assessment Objective 1 and Assessment Objective 2. Our Assessment Objective 1 knowledge of the play, and Assessment Objective 2 knowledge of context of production, suggests that one reason could be because the opening scene (Act 1 Scene 1) of Romeo and Juliet is a comic scene. Shakespeare is setting a serious and formal tone in the prologue by using a sonnet which has a strict and rigid form and structure. Act 1 Scene 1 is a comic scene. By starting his tragedy with a comic scene, Shakespeare would have given the wrong message to his audience. SCENE 1. Verona. A public place. Enter SAMPSON and GREGORY, of the house of Capulet, armed with swords and bucklers SAMPSON Gregory, o' my word, we'll not carry coals. GREGORY No, for then we should be colliers. SAMPSON I mean, an we be in choler, we'll draw. GREGORY Ay, while you live, draw your neck out o' the collar. SAMPSON I strike quickly, being moved. GREGORY But thou art not quickly moved to strike. SAMPSON A dog of the house of Montague moves me. GREGORY To move is to stir; and to be valiant is to stand: therefore, if thou art moved, thou runn'st away. Act 1 Scene 1 contains a series of puns, based on homonyms of ‘collier’, immature bravado from Sampson in the lines ‘we’ll draw’ and ‘I strike quickly’, and joking insults from Gregory, ‘if thou art moved, thou runn’st away.’ This scene is unlike most of the rest of Romeo and Juliet which is written in blank verse, as it is written in prose. This is because the lack of rhythmic structure allows for the freedom needed to make Sampson and Gregory’s exchange sharp and witty. This is also because the characters are from a lower class and Shakespeare often wrote the dialogue for his lower-class characters in prose. This was partly to show a lack of education and partly as another layer of character presentation, a literary type of costume to work with clothing, accent, walk, laugh, etc. Let’s now look at the opening of Macbeth. Again we will look at Shakespeare’s method to try and work out his intentions. ACT I SCENE I. A desert place. Thunder and lightning. Enter three Witches First Witch When shall we three meet again In thunder, lightning, or in rain? Second Witch When the hurlyburly's done, When the battle's lost and won. Third Witch That will be ere the set of sun. First Witch Where the place? Second Witch Upon the heath. Third Witch There to meet with Macbeth. First Witch I come, Graymalkin! Second Witch Paddock calls. Third Witch Anon! ALL Fair is foul, and foul is fair: Hover through the fog and filthy air. Starting with the methods. The majority of Macbeth is written in blank verse. As Shakespeare wrote Macbeth near the end of his career, the blank verse is less rigid than in Romeo and Juliet but experts agree that it is still blank verse. However, Shakespeare begins not with blank verse, but with something else entirely. The witches speak in a rhyming style – AABBBCDDEFGHH – which opens and closes with a rhyming couplet. The rhythm is also very different as it is a combination of trochaic (DUM de) and iambic (de DUM) rhythm. As normal speech is usually mainly iambic and does not rhyme, this separates the witches from normal people. Why does Shakespeare begin the play with such a different rhyme and rhythm? Because the language of the witches separates them from normal people. This is reinforced when the first thing that we notice when we read the text is the pathetic fallacy in the stage direction ‘Thunder and lightning’. Although this is not a spoken element of the text it is still a part of the text and therefore important in creating and shaping meaning and effect. The witches are abnormal – or ‘unnatural’ – and this difference is reflected in both the language and the setting. Shakespeare continues to use pathetic fallacy to foreshadow the stormy future of Scotland’s monarchy and the evil nature of the witches. The witches are currently meeting in thunder and lightning, travel through ‘fog and filthy air’ and plan to meet in ‘thunder, lightning, or in rain’ showing they are associated with dangerous, powerful forces and deeds now and in the future. Shakespeare also gives the witches the power to know the future and that the battle will be over ‘ere the set of sun’. This foresight is also shown in the witches’ line ‘Fair is foul, and foul is fair’ which foreshadows and pre-echoes Macbeth’s very first line in Act 1 Scene 3, ‘So foul and fair a day I have not seen’. Shakespeare’s intentions here are clear. He is setting up the character of the witches by showing the audience the extent of their power and leading the audience to believe them and fear them. Awareness of how he uses language, form and structure helps us to see more deeply into his intentions. Why else does he feel the need to open his play in this way? To answer we need to add in some of our knowledge from AO1 and AO2. Our knowledge of the context of production of the play tells us that Macbeth was written as a tribute to King James I/VI. He is even mentioned in the play. Macbeth is loosely based on the historical events of James’s family; Banquo is credited with being the founder of the Stuart line. As Macbeth the play is quite different from Macbeth the reality, opening the play with the witches helps create a sense of separation from reality and a connection to it through their accurate prophecies. Also, King James was a great believer in witchcraft and very much against the practice of it on religious grounds. This led to the banning of Macbeth for five years as he feared the spells were real. Our knowledge of the text also helps us to recognise that many of the main themes and elements of the play are referred to in the opening scene – witchcraft and the supernatural, Macbeth, prophecy, war and violence, deception and the idea that ‘Fair is foul, and foul is fair’. We have looked at how understanding language, structure and form (AO3) helps us to open up and understand the text (AO1) more deeply (AO2), helping us to inform a sensitive and personal response (AO4).

The aim of this video is to give you and your learners a breakdown of Assessment Objective 4 and how it is assessed. However, remember that for each candidate answer, all four assessment objectives are considered by the examiner. The best candidate responses will consider all four when answering a question. Drama Assessment Objective 4 AO4: Communicate a sensitive and informed personal response to literary texts. Creating a sensitive and informed response to a Shakespeare play can seem daunting. The language is complex. Shakespeare was a poet and he loved to play with language and to create new words (neologisms) whenever he found the word he wanted did not exist. And the meanings in his texts are multiple and deep, and his characters are crafted with care and attention to detail. Romeo and Juliet and Macbeth are two of the most studied and performed of Shakespeare’s plays. So how do you manage to create a response that is personal as well as sensitive and informed? The informed element can be seen as the easiest element for candidates. An informed response will use the Assessment Objective 1 knowledge of the text in parallel with the Assessment Objective 3 understanding of language, form and structure, to relate the text to itself and its themes as we saw in the Assessment Objective 1 video example from Macbeth. A sensitive response requires candidates to then link their informed response with their Assessment Objective 2 knowledge of context. A personal response is more difficult to achieve at a higher level. Candidates will have to demonstrate a personal response sometimes directly (answering questions such as ‘What do you think?’, ‘What are your feelings about…?’) and sometimes by implication (answering questions such as ‘Explore the ways in which…’) Act 1 Scene 4 Macbeth [Aside] The Prince of Cumberland! that is a step On which I must fall down, or else o'erleap, For in my way it lies. Stars, hide your fires; Let not light see my black and deep desires: The eye wink at the hand; yet let that be Which the eye fears, when it is done, to see. One mistake candidates often make is losing an academic writing style to demonstrate their personal response: ‘I don’t like Macbeth because he is ambitious as we can see from the quote, “black and deep desires”’. Every time you perform a critical analysis you are giving a personal response. You have selected which quotes you believe are important to make your case. You have chosen which elements of the texts combine to further enhance your answer. ‘Macbeth is presented as an unlikable character because of his ambition. His “black and deep desires” create an image of a dark and ingrained evil that hungers for power.’ Although this response is a personal response it is not yet informed or sensitive. Now we need to add our understanding of Assessment Objective 3 language, form and structure. ‘The adjectives “black” and “deep” connote a malevolence that goes to the core of Macbeth’s being. This combined with the plural abstract noun “desires” reflects his emotional hunger for power.’ To develop this further, we add our Assessment Objective 1 knowledge of the text... Act 3 Scene 2 Macbeth Be innocent of the knowledge, dearest chuck, Till thou applaud the deed. Come, seeling night, Scarf up the tender eye of pitiful day; And with thy bloody and invisible hand Cancel and tear to pieces that great bond Which keeps me pale! Light thickens; and the crow Makes wing to the rooky wood: Good things of day begin to droop and drowse; While night's black agents to their preys do rouse. Thou marvell'st at my words: but hold thee still; Things bad begun make strong themselves by ill. So, prithee, go with me. ‘…The connection between darkness, evil and ambition is also seen in Act 3 Scene 2 when Macbeth refers to “night’s black agents”.’ Act 1 Scene 5 Lady Macbeth The raven himself is hoarse That croaks the fatal entrance of Duncan Under my battlements. Come, you spirits That tend on mortal thoughts, unsex me here, And fill me from the crown to the toe top-full Of direst cruelty! make thick my blood; Stop up the access and passage to remorse, That no compunctious visitings of nature Shake my fell purpose, nor keep peace between The effect and it! Come to my woman's breasts, And take my milk for gall, you murdering ministers, Wherever in your sightless substances You wait on nature's mischief! Come, thick night, And pall thee in the dunnest smoke of hell, That my keen knife see not the wound it makes, Nor heaven peep through the blanket of the dark, To cry 'Hold, hold!' ‘…This connection is further emphasised by Lady Macbeth in Act 1 Scene 5 as she calls for “thick night” to create a “blanket of the dark”.’ Now we have a response that is personal and fairly well informed. All we need to do now is make it sensitive by adding some of our Assessment Objective 2 knowledge of context. ‘The connections between dark deeds and ambition could be seen to represent the political situation at the time Macbeth was written. King James I, for whom the play was written, had personal experience of the dangers of political ambition as both his parents were killed for political motives and he was the intended victim of the Gunpowder Plot. The fact that lexis such as “black” and “dark” is used by Macbeth and Lady Macbeth, could be considered as associating them with witchcraft. Witchcraft, besides being a key theme of the play, was an area studied by James I and it is unsurprising that Shakespeare presented his main evil characters as in league with witches both literally and linguistically.’ ‘Although the modern western audience would not necessarily connect words such as black and dark with witchcraft, and the idea of witchcraft in the traditional sense is no longer accepted as real, the semantic association to bad deeds is still evident and the idea of malevolent beings is still scary’. Now we shall run through an example without breaking down the assessment objectives. Let’s imagine we have been asked who we think is the most important character in Romeo and Juliet. Before we start, ask yourself who you think is most important. Act 5 Scene 3 Capulet O brother Montague, give me thy hand: This is my daughter's jointure, for no more Can I demand. Montague But I can give thee more: For I will raise her statue in pure gold; That while Verona by that name is known, There shall no figure at such rate be set As that of true and faithful Juliet. Capulet As rich shall Romeo's by his lady's lie; Poor sacrifices of our enmity! Prince A glooming peace this morning with it brings; The sun, for sorrow, will not show his head: Go hence, to have more talk of these sad things; Some shall be pardon'd, and some punished: For never was a story of more woe Than this of Juliet and her Romeo. Exeunt ‘The title of the play, Romeo and Juliet, suggests to the audience that Romeo is more important as his name comes first. However, when we look at the final moments of the final scene we learn that our story of woe was of “Juliet and her Romeo”. This combination of Juliet being named first and the use of the possessive pronoun “her” to refer to Romeo demonstrates her greater importance in the story. This is further highlighted by Montague’s offer to build a statue to “true and faithful Juliet” which emphasises her positive qualities, and Capulet’s offer to build one for Romeo which will “by his lady’s lie” implying possession and giving Juliet the higher-status title. The building of a sonnet structure during the final 15 lines creates a sense of coming together which ends with Juliet as the higher-status character and is a counterpoint to the prologue’s “Two households. Both alike in dignity”. Furthermore, this is echoed in their death scenes. Act 4 Scene 3 Juliet Farewell! God knows when we shall meet again. I have a faint cold fear thrills through my veins, That almost freezes up the heat of life: I'll call them back again to comfort me: Nurse! What should she do here? My dismal scene I needs must act alone. Come, vial. What if this mixture do not work at all? Shall I be married then to-morrow morning? No, no: this shall forbid it: lie thou there. Laying down her dagger What if it be a poison, which the friar Subtly hath minister'd to have me dead, Lest in this marriage he should be dishonour'd, Because he married me before to Romeo? I fear it is: and yet, methinks, it should not, For he hath still been tried a holy man. How if, when I am laid into the tomb, I wake before the time that Romeo Come to redeem me? there's a fearful point! Shall I not, then, be stifled in the vault, To whose foul mouth no healthsome air breathes in, And there die strangled ere my Romeo comes? Or, if I live, is it not very like, The horrible conceit of death and night, Together with the terror of the place,-- As in a vault, an ancient receptacle, Where, for these many hundred years, the bones Of all my buried ancestors are packed: Where bloody Tybalt, yet but green in earth, Lies festering in his shroud; where, as they say, At some hours in the night spirits resort;-- Alack, alack, is it not like that I, So early waking, what with loathsome smells, And shrieks like mandrakes' torn out of the earth, That living mortals, hearing them, run mad:-- O, if I wake, shall I not be distraught, Environed with all these hideous fears? And madly play with my forefathers’ joints? And pluck the mangled Tybalt from his shroud? And, in this rage, with some great kinsman's bone, As with a club, dash out my desperate brains? O, look! methinks I see my cousin's ghost Seeking out Romeo, that did spit his body Upon a rapier's point: stay, Tybalt, stay! Romeo, I come! this do I drink to thee. She falls upon her bed, within the curtains Act 5 Scene 3 Romeo In faith, I will. Let me peruse this face. Mercutio's kinsman, noble County Paris! What said my man, when my betossed soul Did not attend him as we rode? I think He told me Paris should have married Juliet: Said he not so? or did I dream it so? Or am I mad, hearing him talk of Juliet, To think it was so? O, give me thy hand, One writ with me in sour misfortune's book! I'll bury thee in a triumphant grave; A grave? O no! a lantern, slaughter'd youth, For here lies Juliet, and her beauty makes This vault a feasting presence full of light. Death, lie thou there, by a dead man interr'd. Laying PARIS in the tomb How oft when men are at the point of death Have they been merry! which their keepers call A lightning before death: O, how may I Call this a lightning? O my love! my wife! Death, that hath suck'd the honey of thy breath, Hath had no power yet upon thy beauty: Thou art not conquer'd; beauty's ensign yet Is crimson in thy lips and in thy cheeks, And death's pale flag is not advanced there. Tybalt, liest thou there in thy bloody sheet? O, what more favour can I do to thee, Than with that hand that cut thy youth in twain To sunder his that was thine enemy? Forgive me, cousin! Ah, dear Juliet, Why art thou yet so fair? shall I believe That unsubstantial death is amorous, And that the lean abhorred monster keeps Thee here in dark to be his paramour? For fear of that, I still will stay with thee; And never from this palace of dim night Depart again: here, here will I remain With worms that are thy chamber-maids; O, here Will I set up my everlasting rest, And shake the yoke of inauspicious stars From this world-wearied flesh. Eyes, look your last! Arms, take your last embrace! and, lips, O you The doors of breath, seal with a righteous kiss A dateless bargain to engrossing death! Come, bitter conduct, come, unsavoury guide! Thou desperate pilot, now at once run on The dashing rocks thy sea-sick weary bark! Here's to my love! Drinks O true apothecary! Thy drugs are quick. Thus with a kiss I die. Dies Although Juliet’s death scene is less involved than Romeo’s, the fact that she dies by the blade implies that she is brave and determined, unlike Romeo who chooses the more simple and feminine method of poison. The parallel between Romeo’s drinking of the apothecary’s “quick” feminine poison in Act 5 Scene 3 despite having a masculine dagger, and Juliet’s pretend death by a non-fatal poison whilst prepared to use the masculine dagger in Act 4 Scene 3 also demonstrate Juliet as the braver and more grounded character. The contrast found within the series of rhetorical questions each character asks is also a stark one. While Romeo is focused on how Juliet can remain so “fair”, Juliet is considering the realities of her situation as she faces waking surrounded by “mangled Tybalt” and her “great kinsman’s bones”. We have looked at how writing an informed, sensitive and personal response (AO4) combines understanding language, structure and form (AO3) to help us open up and understand the text (AO1) more deeply (AO2).

• Scenes 1 - 2
• Scenes 3 - 4
• Scenes 5 - 6
• Scenes 7 - 11

• Act 1, Scene 1
• Act 1, Scene 2
• Act 2, Scene 1
• Act 2, Scene 2

Writing Successful Analysis

What is analysis.

Analysis is when you explain how the writer has used a device to create an effect. You have to explain what effect the author is trying to create. You must consider the effect on the audience and what the author is trying to suggest about society at the time.

how do I quote?

A quote is a piece of writing extracted from the text. You must use quote marks. An open quotation mark is placed prior to your quote (‘), whilst a closing quotation mark is used after the quote (‘).

what is P.E.E?

Point, Evidence, Explanation can be used to analyse. It is useful as a way of structuring the paragraph.

Point - this is the idea that you are trying to suggest. It is your own idea. It usually answers the question.

Evidence - this is the quote that you are using to support your Point. You should aim to integrate the quote with the point.

Explanation - these are the reasons why you think the quote suggests the point. You should aim for at least three comments.

Within the poem ‘Still I Rise’, Angelou implies that freedom is a human right that is natural (Point) , through ‘like moons and like suns’ (Evidence) . Angelou is discussing the natural order of the world. It seems as though she is suggesting that it is instinct to desire freedom and it is human nature to recover from feeling low and suppressed__ (Explanation)__.

what is a P.E.T.E.R. paragraph?

A ‘Peter’ paragraph is similar to a PEE paragraph but it is much more specialised to language and structural devices.

Technique - the language/structural technique used. This should be named.

__Explanation __- these are the reasons why you think the quote suggests the point. You should aim for at least three comments.

Reader - this is the effect that is being created on the reader.

NB. A ‘Peter’ paragraph does not need to occur in a set order.

Maya Angelou demonstrates her feeling of freedom ( Point) , within the metaphor__ (Technique) ‘I’m a black ocean, leaping and wide’ __(Evidence) . She is suggesting that she is so full of life that her positive spirit is never-ending; she cannot be contained, in a similar way to the ocean being free (Explanation) . This creates a sense of empowerment for the reader and a feeling of hope (Reader) .

how do I compare?

The best method of comparing is to place two PETER paragraphs together with a comparison/contrasting connective.

Comparison is when you draw parallels between one text and another. These might be similarities and they might be differences. It is up to you to determine which you are drawing.

Connectives are required for comparison and contrasting:

These connectives must be used. You cannot just use the words ‘but’ and ‘and’.

Chopin presents Louise’s freedom (Point) through using the trees almost as a metaphor: ‘tops of trees that were all aquiver with the new spring life’ (Technique and Evidence). The trees almost seem to reflect her inner self. She feels that she is now in the ‘spring’ of life and it is time for her to grow and blossom (Explanation). As a reader, I feel inspired by her newly found confidence (Reader)

Maya Angelou ALSO demonstrates her feeling of freedom (Point), within the metaphor (technique) ‘I’m a black ocean, leaping and wide’ (Evidence). She is suggesting that she is so full of life that her positive spirit is never-ending; she cannot be contained, in a similar way to the ocean being free (Explanation). This creates a sense of empowerment for the reader and a feeling of hope (Reader).

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QuestBridge supports high-achieving students from low-income backgrounds on their path to a top college. This is your chance to dream big. 

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How to Write a College Essay

Let QuestBridge help you with college essay writing tips. We cover what to write about, how to get feedback, and more!

The low-income lens in college essays

Students from low-income backgrounds may not realize that they have a unique perspective to present to admissions officers. If your identity has been shaped by financial difficulties and other obstacles, consider writing about these challenges in your college essays so that admissions officers understand the full context of your successes and academic accomplishments.

Bring us into your world. We want to know you. We want to know your truth.

Student challenges and extenuating circumstances

You may describe specific challenges that you have risen above in your college essays, such as:

• You hold significant responsibilities in your household, such as providing care for an ill family member, babysitting siblings, or preparing family meals.
• You have a part-time job to pay for school activities or household expenses.
• You live with people other than your immediate family or have been in foster care.
• You experienced homelessness or other temporary housing situations.
• A parent has passed away or is not present in your life.
• You commute a long distance to attend school.
• Your family or community is not supportive of your educational goals.
• You faced obstacles because English is not your first language.

Proper tone for college essays

If you choose to write about challenges in your life, be careful to avoid using overly critical or negative language when writing a college essay. This is a good opportunity to emphasize your emotional maturity and how challenges in your life have helped you grow as a person. You may compromise that impression if your tone is resentful or excessively dramatic.

College essay topic choice

Giving admissions officers a window into difficult experiences can present your story in your college application, but there are other topics that can also make for a strong essay (e.g. a favorite book, a community service project). Whichever angle you select to tell your story, highlight the most important things that have shaped and continue to shape your identity.

The writing process: brainstorm, outline, and draft

Writing a college essay can seem daunting at first, but it doesn’t have to be. Watch our webinar,  Write a College Essay that Stands Out , and download our worksheet as a template and foundation to help you craft a strong college essay. This college essay format may help you write your essay in a manner that goes beyond just a chronological explanation of your life or an expansion of your resume.

Essay feedback and revisions

Ask teachers, mentors, family, or friends for feedback on your essay. Reach out well in advance of any deadlines, and give them at least two weeks to provide feedback. Ask them in person if you can, but if you cannot, send them an email. If they agree to take a look, you can send them a message with your essay. Download a sample message below.

After receiving feedback, revise! You should plan on going through a few drafts. Here are some things to keep in mind: 

• You do not have to incorporate all feedback. Accept what you think is most helpful. 
• Edits and revisions should not remove your voice or completely alter your writing style. 
• Pay attention to spelling, grammar, punctuation, and even formatting. 
• It may help to read your essay out loud to catch mistakes you might otherwise skim over. 
• Read your college essay from an admissions officer’s perspective.
• For more college essay writing tips, continue reading the FAQs below.

Detailed FAQs about college admissions essays

Mechanics, structure, and content are vital parts of a successful essay. Our Detailed College Essays FAQs page covers each category in detail to give your essay a strong start and finish. Learn about how to write a college essay, how long a college essay should be, and more.

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Important Tips for Writing TOEFL Essay| Tips 2024

The TOEFL iBT test is a good way to show you know English well enough for university. The test has four parts: reading, listening, speaking, and writing. It takes about three hours to finish. The last part, the writing section, has two essays: one independent and one integrated.

The integrated essay lasts 20 minutes and is based on a reading and a listening passage, similar to a typical school setting. You need to remember what you heard and explain the ideas in your own words without copying. In this article, we will give you some really helpful tips to improve your TOEFL iBT writing skills.

Table of Content

10 Amazing TOEFL 2024 Essay Writing Tips

Tips for writing a good toefl essay, create an essay plan, know what the examiner wants, give yourself a word limit, stick to the prompt, keep on practising your writing, use effective paragraph structure, use specific examples, use varied sentence structure, use academic vocabulary, use correct grammar and punctuation, integrated writing task, transition words and phrases, integrated essay time breakdown.

Here’s a quick summary of our top 10 TOEFL Writing Tips:

• Tip 1: Pay close attention to the reading passage because the listening passage will challenge each point made in it.
• Tip 2: Practice taking brief but accurate notes during the listening passage. You only get to hear it once.
• Tip 3: Paraphrase the passages. The TOEFL grading criteria include vocabulary, and you will earn zero points if you simply quote the material.
• Tip 4: Use lots of transitional words and phrases to help develop your essay and connect your ideas.
• Tip 5: Manage your time wisely. You only have 20 minutes to write an essay of at least 250 words.
• Tip 6: Add to the discussion. Do not repeat points and ideas from the passages in your response.
• Tip 7: Stick to a few simple verb tenses.
• Tip 8: Try to include multiple sentences with more than one clause.
• Tip 9: Plan to edit your essay for at least one minute at the end. There is no spellcheck on the TOEFL.
• Tip 10: Practice writing at home and ask a teacher or trained TOEFL expert to give you a grade and point out your weaknesses.

Must Read: Top 10 TOEFL 2024 Writing Tips to Ace the Exam

Having a plan for your TOEFL iBT essay can make your writing flow better and help you organize your ideas. Writing down a short essay plan before you start will help you use your time well. When you know what you will write next, you won’t have to stop and think between each paragraph.

There are several common TOEFL iBT essay plans that work well. However, the most important thing is to find what works best for you. An organized plan is essential to succeed in the TOEFL iBT writing test because it helps the examiner follow your essay easily. Even if you have great ideas, a disorganized essay can make it hard to get the grades you deserve.

Check the writing rubrics for the TOEFL iBT writing test and set a goal for the grade you want.

The writing rubrics show what the examiner expects from your TOEFL iBT essay. This can help you focus on important skills like organization and clarity.

You can find examples of TOEFL iBT writing test essays with estimated grades online. These examples give you a good idea of what to aim for when practicing. Knowing what the examiner is looking for can make you feel more confident in your writing.

A good TOEFL iBT essay should have at least 150 words for the integrated task and 300 words for the independent task. However, it’s up to you to decide.

Setting a word limit helps you know when to stop writing and start checking your essay. This also forces you to focus on what is essential, leading to a higher grade. In writing your TOEFL iBT essay, quality is more important than quantity.

Under pressure during the TOEFL iBT exam, it’s easy to go off-topic.

After each paragraph, quickly read what you have written to ensure it is relevant to the essay prompt. This will save time because you won’t have to rewrite at the end if you realize you strayed from the topic. It also helps you plan the next paragraph.

With limited time, it’s best to stay on track throughout the TOEFL iBT writing test. This is especially important for the independent writing task but is also useful for the integrated writing.

More Practice is key for the TOEFL iBT writing test as it improves both your writing skills and speed. The more you write, the more confident you will feel during the exam.

Becoming good at writing doesn’t happen overnight, so practice is essential. Spending 30 minutes on a sample TOEFL iBT essay regularly will help you improve. By practicing often, you will retain your skills and become familiar with the essays, making them less intimidating during the test.

Also, it’s important to time yourself when you practice.

Paragraphs are the building blocks of your essay. Each paragraph should start with a clear topic sentence that ties into the main idea of the essay. Support your main point with evidence and examples in each paragraph. Make sure each paragraph flows smoothly into the next by using transition words and phrases to link ideas and create a cohesive essay.

To score high on your TOEFL essay, use specific examples to support your ideas. Include real-life examples, statistics, and facts to back up your arguments. This shows your knowledge of the topic and your critical thinking skills. Specific examples also make your essay more interesting and help you stand out from other test-takers.

Vary your sentence structure to make your essay more engaging. Mix short and long sentences, questions, and statements to add variety. This will help avoid repetition and keep your writing interesting. However, ensure that your sentences are grammatically correct and fit well in the context of your essay.

Using academic vocabulary makes your essay sound more professional. Choose words that are suitable for the academic level of the test. Avoid slang, casual language, and overly complex words. Make sure you use words correctly and understand their meanings.

Correct grammar and punctuation are crucial for a high score on the TOEFL writing section. Ensure you use correct verb tenses, subject-verb agreement, and sentence structure. Use appropriate punctuation to make your writing clear and easy to read. If you’re unsure about any grammar or punctuation rules, look them up or ask a tutor for help.

Transitional words and phrases are crucial and should be used in TOEFL essays. Transition between contrasting points of views in both readin and listening passages are important:

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How to write a good TOEFL essay- FAQs

What is the format of the toefl essay.

The TOEFL essay is a 30-minute written task where you are asked to express and support your opinion on a specific topic. The essay is typically four to five paragraphs long and should include an introduction, body paragraphs, and a conclusion.

Where can I find sample TOEFL essays to practice with?

You can find sample TOEFL essays in TOEFL preparation books or online. The official TOEFL website also provides sample essays and scoring guides.

How can I prepare for the TOEFL writing section?

To prepare for the TOEFL writing section, you should practice writing essays using sample prompts, develop your grammar and vocabulary skills, and learn how to organize and develop your ideas effectively. You may also want to work.

How to write a TOEFL essay?

To write a TOEFL essay, it is important to understand the prompt, brainstorm ideas, create an outline, and then write a well-structured essay with an introduction, body paragraphs, and a conclusion. Practice organising your thoughts and expressing them clearly within the time limit provided.

Is 27 a good writing score in TOEFL?

Yes, a score of 27 is considered a good writing score in TOEFL. It demonstrates a high level of proficiency in writing and indicates strong language skills, coherence, and clarity in expressing ideas.

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Marksheet for essays - mark scheme criteria for pieces of writing

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

28 May 2024

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Used this for IELTS essays, but it’s good for pretty much any subject and long pieces of writing / essays.

Easily adaptable; my criteria is describe, explain and evaluate. Each worth 5 marks tops (1 mark for grade E, 2 for D, 3 for C, 4 for B and 5 for A/A*). Total worth is 15 points.

Works really well with students if they are familiar with it. At the end of the doc they get a WWW and EBI, plus an improvement task we can give them to action upon getting the feedback.

Tes paid licence How can I reuse this?

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